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SAMUEL BARD, 



SUPERINTENDENT OF PUBLIC EDUCATION, 






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DELIVERED ON THE 20th FEBRUARY, 185(i 



BATON ROUGE: 

ADVOC A IK STEAM POWER PKESS PRINT, 



1856. 



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LIBllAEY 

BUEEATJ OF EDUCATION 




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i^DDEESS 



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DR. SAMUEL BARD, 

SUPERIiNTENDENT OF PUBLIC EDUCATION, 



BEFORE THE 



ifneral ^asembli) jf f0tti!iiana. 



DELIVERED ON THE 20th FEBKUARY, 1856. 



BATON ROUGE: 

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ADVOCATE STEAM POWER PRESS [PRINT. 

1856. 



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JOINT RESOLUTION. 



Resolved, by the Senate and House of Representatives in General As- 
sembly convened, That Dr. Samuel Bard, Superintendent of Public 
Education, be requested, at his earliest convenience, to deliver an 
Address on Education in the Hall of the House of Representatives. 
— Adopted in the House Feb. 14^/i, and in the Senate Feb. \Wi, 1856. 



RESOLUTION OF THE SENATE. 



Resolved, by the Senate of the State of Louisiana, That one thousand 
copies of the Address of Dr. Samuel Baed, on Education, delivered 
in the Hall of the House of Representatives on the 20th ultimo, be 
printed for the use of the Senate. — Adopted March 11th, 1856. 



Office of State Superintendent, 
March 12th, 1856. 

Hon. C. H. Mouton, President of the Senate : 

Enclosed is a copy of my Address, as reported by Col. H. A. Kidd, 

which is submitted in accordance with the resolution of the Senate 

of the 11th instant. 

Respectfully, 

SAMUEL BARD. 



ADDRESS. 



Dr. Bard, on being' presented to a large and discriminating audi- 
ence, assembled in the Hall of the House of Representatives, on the 
evening of the 20th of February, said : 

That, in conformity with a joint resolution of the General Assem- 
bly, he appeared before them to address them on topics of vital im- 
portance touching the educational interests of the State at large. 

It was not necessary, said he, in tliis age of enterprise and im- 
provement, that he should argue the vast importance of a practical 
education for the masses. The inestimable advantages arising from 
a thorough system of public education would, doubtless, be admitted 
by all. 

In many of our sister States, said he, the cause was far in advance 
of us, for reasons that were legion. In the fu'st place, they have 
taken hold of the subject with an energy and resoluteness of the 
most marked character. In the next place, we, of Louisiana, have 
shown a want of confidence in our ability and resources to build up 
and render efficient our own institutions of learning. 

You, said he, have sent your sons and daughters North to be edu- 
cated, thereby acknowledging the entire ina])ility of the South for 
the accomplishment of so important a desideratum. Was such a 
procedure just to the South and her peculiar institutions? Nay, 
said he. Was it just to your children ? In sending them North you 
subject them to a process of acclimation decidedly detrimental to 



their developing constitutions — a fact wliicli no skillful or experi- 
enced physician will, fo]* a moment, question. 

If you desire your children to reside in the South, is it not right 
that you should educate them on Southern soil, and under the influ- 
ence of Southern institutions ? If you wish the South to enjoy that 
exalted respect to which she is justly entitled, depend upon your own 
resources and exertions. But here, the speaker said, he was met with 
the objection, we have not teachers, nor the peculiar facilities pos- 
sessed at the North. "Why have we them not ? The reasons arc as 
glaring as the noonday's sun. Now, said he, with emphasis, the 
South has one of two things to do — to educate her sons and daughters, 
or to lose ground from year to year in influence and political power. 
Would that our 'people could appreciate the vast necessity of cherishing 
home institutions in preference to those of a foreign soil ! 

What has been done for the cause of education in our own State ? 
Something has been accomplished by pi^ivate enterprise, worthy of 
commendation. The State, herself, has not been parsimonious in her 
donations to colleges and private institutions, from the administra- 
tion of Gov. Claiborne, down to the present time. But her aid has 
been given to little purpose. Why this want of success? Why has 
so little been accomplished ? Simply for the want of confidence on 
the part of parents in our ability to sustain institutions of learning 
in our midst. This is the prime cause of the failure we so much de- 
plore. He had heard gentlemen, in explanation of the reasons which 
influenced them in sending their sons North to be educated, say, with 
apparent exultation, that we have no institutions in the South deserv- 
ing patronage. They should have blushed in giving utterance to 
such an expression ; but, alas ! no blush was visible. He would not 
acknowledge the inferiority of our institutions, even if it were true. 
He could not glory in his own shame. 

But it is not true that we are wholly wanting institutions possess- 
ing the merit of growing excellence. Louisiana, said the speaker, 
with an air of triumph, is not entirely destitute of colleges ; of her 
halls of literature and science. We have " Centenary College," 



numbering upwards of two liundrccl pupils, and possessing, lie was 
informed, a chemical, pliilosopliical, and astronomical apparatus, 
equal, if not superior, to that of many institutions North. There was, 
also, the promising college at Mount Lebanon, in the Parish of Bien- 
ville, whose President was pronounced by Thomas Jefferson, in a 
private letter, to be one of the ripest scholars that adorned the soil 
of Virginia. There were, also, institutions of learning at Homer 
and Minden, in the Parish of Claiborne, of which much might be 
said in commendation. Aild here, said the speaker, at the capital 
of the State, we have several institutions which should gratify the 
pride of all who take an interest in the advancement of the cause of 
education in our State. 

The speaker next introduced the subject of Common Schools. He 
remarked that more than two millions of dollars had been appropriated 
by the State in behalf of the system since its organization. Several 
laws had been enacted, which, making no adequate provision for 
their enforcement, had failed, in a great measure, to attain the objects 
hoped for by the friends of the system. These facts are not " hid 
under a bushel ;" they were too glaring for concealment. Within 
the past year, in thirty parishes. 12,228 children attended school, and 
11,191 did not attend. In tlicsc parishes there was paid out to 
teachers $114,308 34. The yearly apportionment, for the same par- 
ishes, was $142,681 28. The schools numbered 498. He alluded to 
those thirty parishes only for the purpose of illustration, to exhibit 
the present operations of the system. 

From these figures, said the speaker, it is obvious that there is a 
lamentable deficiency in the system ; for it appears from them that 
nearl}^ one half of the educable children in these parishes had not, for 
that year, derived any advantage from the system. Tliis being the 
case, he asked, what should be done ? Truly, the question was a 
grave one, and more easily asked than answered. But, notwithstand- 
ing, ho would propose an answer. 

First : give us a practical, common-sense law, plain in its provi. 
sions, positive in its requirements ; such a law as a distinguished 



8 

member of the House of Representatives, who is also connected with 
the Press, has said could be drawn up by three business meninarery 
short space of time. 

Second, said the speaker, let the State Superintendent be placed 
by the General Assembly in a position that will enable him to render 
efficient service, as the head of the system, in promoting the educa- 
tional interests of the people. Let him have work to do ; let his en- 
ergies be awakened ; let him not be entrammeled by the provisos of 
fault}^ and inefficient laws ; let him have before him tlic certain pros- 
pect of accomplishing something — possibly much — as the result of his 
labors in the cause of education. 

The speaker then proceeded to the consideration of a system of 
Normal Schools. That our efforts in behalf of education may suc- 
ceed to the fullest extent, he said that we must make provision for 
the education of our teachers. "We sliould select for that work home 
material — persons who have been reared on Southern soil, who were 
imbued witli Southern sentiments and attachments, who feel a deep 
concern for the weal and prosperity of the South. We have no ob- 
jections, said he, to competent teachers from tlie North, wlio, coming 
amongst us, identify themselves with us in all our private and public 
relations, who devote them«!elves in good faith, and without the bias 
of sectional feeling, to the work of education. He admired the 
North in all her physical attributes — " her purling streams, lier hills 
and mountains baptized in beauty." He admired the mighty social and 
moral energies of her people, which, when directed into tlie legiti- 
mate channels of liuman progress, lead to a nation's power and glory. 
But, said the speaker, we have a country not less attractive, a climate 
more balmy, a soil more fertile, a people no less chivalric and brave ; 
above all, it has the distinguishing merit of being our own, by birth 
or adoption, and to it, as such, by every consideration of pride and 
affection, we owe it our first duty. 

The system of Normal Schools, said the speaker, was first intro- 
duced, in our country, in the States of Massachusetts, New York, and 
Connecticut. In the commencement, the system was unpopular, and 



9 

its utilit}' seriously quesionecl ; but lie was glad to say that the fog 
of popular prejudice had gradually disappeared, the system had been 
fully established, and its benefits were proving of incalculable value. 

The system was then noticed more in detail. In the first place, it 
made teaching a profession, and placed it upon a level with the other 
learned professions. Here the speaker enlarged upon the dignified 
character of the employment of teaching, and said that it was enti- 
tled to tlie highest consideration from its exalted duties and grave 
responsibilities. 

In the second place : If the person, of whom it was proposed to 
make a teacher, is found to be deficient in the art of imparting know- 
ledge, or of enforcing discipline, the system at once sets him aside as 
naturally unqualified for the profession. And here the speaker re- 
marked, tliat it required a peculiar order of mind to impart know- 
ledge, and, without it, his efforts would prove fruitless. 

In the next place : The system should be under the direction of the 
Legislature, and the students should be required to give bond that 
they would teach a certain number of years in the State, in consider- 
ation for the tuition afforded them. 

In the next place, said the speaker, in order to render the system 
more perfect, it was necessary to have, in connection with it, what is 
termed a " Model School,^' where the person learning the art of teach- 
ing becomes himself an instructor, under the special direction of the 
Normal Professor. This combines theory and practice, and, from its 
simplicity, strikes the mind of every one as eminently advantageous, 

The person graduating in the Normal School, should, by all means, 
receive a diploma from proper State authorities, setting forth liis 
qualifications for the high calling of teaching. This process would 
protect the State from imposition and tlie profession from discredit. 

But, said he, you gravely ask : How can this great work be ac- 
complished ? Would you drain tlie Treasury for the establishment 
of this system? Nay, said he. The system may be started on 
a small scale. Like the developing child, let it gather stren^-th 
by degrees. Let buildings, already erected for educational pur- 



10 

poses, whose iinused walls are now covered with cobwebs, be 
brought into requisition. It was already proposed, indeed, by 
a gentleman, at the head of a distinguished school, to educate 
ten young men annually as interest upon a loan of $5,000 from 
the State. Tlie speaker would not dictate to the General Assembly 
as to what particular system should be put in operation, but urged 
the importance of the adoption of some system without delay. This 
done, said he, and education in the State of Louisiana would rear its 
magnificent front, and its friends " shout for joy," 

The speaker then referred to the " Common-School system" of the 
State. He said that the Legislature should cherish it by liberal tax- 
ation. This would strike the minds of some as unpopular. " Re- 
trenchment and reform being the order of the day," taxation should 
not be even alluded to. He chose, however, to discharge what he 
deemed. to be his imperative duty, giving popularity to the winds. 
Here lie alluded to article 130 of the Constitution, which he regarded 
as the brightest jewel in the structure, and without which the whole 
were comparativelv a dead letter. This article, said he, was unpop- 
ular with the citizens of tlie wealthy parishes, wlio contributed mainly 
to the support of the system, but wlio derived, comparatively, little 
advantage from it. But he recognized no parish lines in a matter 
of this character. He believed tliat the rich should sustain the chief 
burthen of supporting the system, Imt only, of course, in proportion 
to their means. In our rcpuljlican government the rich man is no 
more regarded in the eye of the law than tlie poorest peasant, and 
should not be ; for who, when our country calls to arms, first places 
his musket on his shoulder, and marches in defence of its soil, its 
rights and honor ? The poor. Ever in the hour of danger and strife 
the poor man has been found our nation's chief reliance and support. 
He has upheld its power, he has contributed to its glory, and, though 
poor, though not surrounded by the gilded trappings of the wealthy, 
he is none the less honest, none the less virtuous, none the less patri- 
otic, and not the less entitled to all the immunities of a freemen ! 

But, say gentlemen legislators, We cannot tax the people to no 



11 

purpose. We cannot consent to a further drain of the Treasury in 
behalf of a system Avhich has already proved a comparative failure. 
The speaker denied these premises. A practical, common-sense sys- 
tem would work, if rightly conducted. 

The appropriation, said he, for the year 1855, was $297,183 75 — 
giving $4 75 to each child over six and under sixteen years of age. 
This sum was insufficient to render the system effective in its work- 
ings. To place it upon a sure hasis, there should be from $8 to $12 
allotted to each child. Tliis amount, under a careful and judicious 
supervision, could not fail to give the system as complete success as 
its friends could reasonably expect. 

But, said he, we do not ask an increase of taxation at })resent. We 
simply request such amendments to the present law as to insure as har- 
monious action as possible with the means we already have at command. 
But it is said that a law cannot be framed so as to acconnnodate 
itself to the conflicting views and interests of the people in the dif- 
ferent sections of the State. In giving utterance to this expression, 
do you, he asked, speak from a knowledge of facts, or from prejudice ? 
Are you aware that the system has been in operation only ten years, 
and has not yet had time to prove itself? In other States they have 
spent scores of years, and millions of dollars, and have only succeeded 
by perseverance in reducing the system to a complete science. We 
can do the same. 

Let me not, exclaimed the speaker, hear from any source that we 
can not do in Louisiana what has been so triumphantly achieved in 
other States. The word " canH''' is not admissible in connection with 
the subject of education in our State. If our sister States, Georgia 
and Alabama, had admitted the word " can't," could it be supposed 
that they would have attained, in almost every Ijranch of human prog- 
ress, the distinguished position they now hold among the States of 
the Union ? If Louisiana would attain to the same position of intel- 
lectual and moral grandeur, let her, like tliem, erase forever the word 
from her vocabulary, and upon its frontispiece, instead, emblazon, in 
aracters of living light, that exalted word, " Excelsior.'' 



12 

Suppose that noble-liearted statesman of the West, who but a few 
years ago bade a last farewell to the American Senate, had admitted 
the word " can't," would his name this day have stood out in imper- 
ishable characters upon Fame's glorious escutcheon ? Nay ! Suppose 
the immortal hero of Ncav Orleans, who became by the spontaneous 
action of the popular will, the Chief Magistrate of this mighty repub- 
lic, had admitted the word " can't," would his name this day be as a 
beacon to liglit up the pathway of the pilgrim to immortal fame ? 
Nay! 

We repeat, said the speaker, the system can work, and cati accom- 
plish incalculable good to the present generation, and be the means of 
blessing tens of thousands yet unborn. How ? By union of action on 
the part of the 'people and their represzntatives. 

Here the speaker proceeded to illustrate the power of union in a 
very striking manner. Said he : A few years since there stood up- 
on its stocks at New Albany a magnificent steamer, complete in every 
particular, and ready to be launched. The waters of the helle riviere 
of the West could scarcely be seen to move along its picturesque 
banks ; consequently there was a convention in the heavens of the rain- 
drops, which, after agreeing upon a union of their crystal contribu- 
tions, descended in copious showers upon the thirsty earth. The 
banks of the beautiful Ohio were filled ; the noble steamer was 
launched ; soon she rode out in her majestic course upon the bosom 
of the mighty Mississippi, the broadway of the world, to the Crescent 
City, laden vfith the rich produce of the West. By a like union of 
action on the part of the people — each contributing his mite — the 
Common-School system of our State can be rendered mighty for the 
accomplishment of good. 

But the system, to succeed, must have the motive power. The Le- 
gislature must breathe into it the breath of life. This afternoon, 
said the speaker, he had gazed in spell-bound admiration upon the 
statue of the immortal Washington, that stands in silent grandeur 
hard-by your Capitol. The mute marble was so skillfully fashioned 
at it seemed only to want the breath of life to make it a living, 



13 

moving creature. But, alas ! tliat vital principle was wanting : it 
stood motionless upon its pedestal. So, said he, the Common-School 
system, though possessing an outline of sj^mmetry and beauty, has 
been as motionless as that statue, because it has wanted the vital, 
moving principle to impel it onward. 

The" speaker, in conclusion, appealed to the Legislature for action. 
Give us, said he, an operative and effective law, that has in it the prin- 
ciple of vitality, and, his word for it, old Plymouth rock would sink 
into the ocean sooner than their names would be forgotten. In the 
name of the youths of Louisiana — in the name of the entire people of 
the State — in the name of the South — in the name of our common 
country — he called upon the Legislature to give us a law that shall 
be as a corner-stone in tliis great work. This done, and the people 
will, by united effort, carry up the edifice, and, in due time, " bring 
forth the capstone with shouts of rejoicing." 



